Cadmore End CofE School

Name Cadmore End CofE School
Ofsted Inspection Rating Good
Address Cadmore End, High Wycombe, HP14 3PE
Phone Number 01494881460
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 69 (47.8% boys 52.2% girls)
Number of Pupils per Teacher 15.1
Local Authority Buckinghamshire
Percentage Free School Meals 21.9%
Percentage English is Not First Language 8.6%
Persistent Absence 27%
Pupils with SEN Support 30%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (13 November 2018)
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Information about this school

The school is much smaller than most primary schools and pupils are taught in mixed-age classes. Numbers of pupils vary considerably in each year group. The Nursery and Reception children are taught in one class. Reception-age children attend full-time and the Nursery-age children attend in the mornings only. A higher-than-usual number of pupils leave or join the school part way through the school year. There have been substantial changes to the staff team since the previous inspection. The headteacher joined the school in April 2017. All teachers and leaders have been appointed to the school since then. A number of new governors have also been appointed since the previous inspection. Most pupils are White British, with few who speak English as an additional language. The proportion of disadvantaged pupils is broadly average. The proportion of pupils with SEND is much higher than average.

Summary of key findings for parents and pupils

This is a good school Since joining the school in April 2017, the headteacher has worked relentlessly to stabilise the school. This followed a decline in performance after which a number of staff, including the headteacher, left the school. The headteacher quickly established a strong team of new leaders and governors who support her ambition that every child, regardless of background, receives the best quality of education possible. Teaching is consistently good. Most teachers have high expectations and they plan work for pupils that is challenging. This allows pupils to make good progress. Pupils’ outcomes are improving. Although attainment in reading, writing and mathematics was below average at the end of Year 6 in 2018, pupils made good progress, particularly in reading and mathematics. Staff provide good-quality care for pupils. They have created a bright and attractive learning environment into which all pupils are warmly welcomed. Inclusion is a strength of the school. Pupils’ behaviour is good. Pupils enjoy school and this is shown in their positive attitudes both in class and when they move around the school. They feel safe in school. The curriculum is broad and balanced with a wide range of activities that enrich pupils’ experiences. The forest school provides them with good opportunities to develop their social and emotional skills. Governors know the school well. They visit regularly and have a good understanding of the strengths and weaknesses of the school. They provide a good balance of support and professional challenge to school leaders. Children currently in the early years do not achieve as well as they should. The learning environment is outdated. School leaders already have plans in place to improve this provision but it is too soon to see the impact of these plans. Pupils in the lower part of the school do not progress as well as they should in writing. Work in their books shows that they make slow progress. Teachers are not consistent in providing work that is challenging for all pupils. Sometimes pupils spend too long completing work that they can already do.